Art Integration Unit Plan

Imagination and Personification Lesson Plan

LTC Art for Children

Cody Sanders
Unit Title & Big Idea: (Define the BIG IDEA?) What is the big idea that is being investigated in this lesson?
How will you connect the big ideas about art and artists work with the art making part of this lesson?

The title of the lesson is, Using Imagination to Create a Personification Story. The big idea
that is being utilized throughout this lesson is imagination. Students will use their
imagination to create any type of characters that they wish. I will connect the big idea of
imagination when showing students works of art from the artist, Emily Carew Woodard.
Throughout the entire process of the lesson, students will be called upon to use their
imagination. We will look at pieces of personification to better see how people might
imagine something when creating it. I will try to spark this same creativity in my students.
Students should know what imagination is and why it is important piece society. They will
be able to use this big idea of imagination to make something that is totally theirs.

Unit Overview/Summary: Why is this important to teach? What do you hope to accomplish?

This lesson is important to teach because imagination is slowly getting drifted out of
classrooms. With standardized tests, and learning formulas, or the way to do things,
students are often left without much imagination when learning concepts. Through
personifying a character that students make, there will be a spark to create imagination
within my students. Students will learn what imagination and why it is so beneficial to
society. Imagination sparks creativity, much like what they are being asked to do
throughout this entire lesson. Also, students will become better critical thinkers through the
idea of imagination. Oftentimes, students need to have imagination when trying to solve a
complex problem. There are many different ways to tackle a certain problem, therefore
students will need to have imagination to see which path will work best. Through this
lesson, I hope to have my students gain imagination while also learning the literacy
concept of personification. Students will be given the freedom to make their picture book
look any way that they choose.

Grade Level/Class
Periods Required:
Grade Level: Fourth
Grade
Class Periods Required:
Three class periods

Materials/Equipment/Et
c:

The book If You Give a

Mouse a Cookie to
showcase personification
Different pieces of art
from the artist, Emily
Carew Woodard or a
SMART board to show
the art to students
Crayons, watercolors,
markers, charcoal, other
things to draw/color with
Poster board, white
paper, construction

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paper, etc.

Key Concepts
What will students learn and KNOW about art and art making from this
lesson?
Students will know that imagination is a very big aspect of
art and literacy. Many artists and illustrators need to have a
huge imagination when trying to complete a book or
certain piece of art.
Students will learn and discuss many aspects and
characteristics of personification after the read aloud at the
beginning of the lesson.
Students will learn unfold the different aspects of a story
through the art that they are making.
Students will learn what imagination is and why it is
beneficial to society.

Essential Questions: What questions guide the investigation in this

lesson?
What will students discover and investigate both about art and
art making? What will you ask that will guide the purposeful exploration
of materials and ideas that will produce meaningful content to the
creative production?

Without imagination, what would our world look like?

What is imagination and how can we use it when creating a story?
Where does our imagination come from?
How can we use our imagination to make our own personification story?

Unit Objectives:
Students will learn to personify a plant, object, or animal to bring it to live through a personification story.
Students will use the big idea of imagination when crafting a character for their story.
Students will know what a storyline is and will access this knowledge when writing their picture book.
Students will know that art is anything that you want it to be through the different characters that each student makes and
viewing art from Emily Carew Woodard. Art is expressed in a multitude of ways, and students will know this by having a
plethora of different ideas and characters for their picture book.
Students will understand what imagination is and what it comes from. Also, students will apply their imagination when
creating a picture book of their own. Students will know that we use our imagination to create and innovate new things
using the made-up things within our brain.
Grade Level Expectations (GLEs) (3-4) (GLEs VISUAL
ARTS)
National Core Art Standards
(http://www.nationalartsstandards.org)

Core Academic Standards (Common Core State

Standards) (3-4)
(http://www.corestandards.org/)

Language Arts:

Art Integration Unit Plan

GLEs:
Strand 1 Product/Performance
3. Communicate ideas about subject matter and themes in
artworks created for various purposes
Exaggerate, distort, or simplify features to create an
abstract portrait
Strand 2 Elements and Principles (EP)
1. Select and use elements of art for their effect in
communicating ideas through artwork.
Identify and use placement of change in detail to
create illusion of space
2. Select and use principles of art for their effect in
communicating ideas through artwork
Identify and create center of interest (focal point)
National Core Art Standards:
Anchor Standard #3: Refine and complete artistic work.
Anchor Standard #6: Convey meaning through the
presentation of artistic work.
Anchor Standard #8: Interpret intent and meaning in artistic
work.
Anchor Standard #10: Synthesize and relate knowledge and
personal experiences to make art.

CCSS.ELA-Language
Conventions of Standard English
1. Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when
writing.
a. Use correct capitalization.
b. Use commas and quotation marks to mark direct
speech and quotations from a text.
c. Use a comma before a coordinating conjunction in
a compound sentence.
d. Spell grade-appropriate words correctly, consulting
references as needed.
CCSS.ELA-Language
Knowledge of Language
3. Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
CCSS.ELA-Speaking and Listening
Comprehension and Collaboration
1. Engage effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse
partners on grade 4 topics and texts, building on others
ideas and expressing their own clearly.
c. Pose and respond to specific questions to clarify
or follow up on information, and make
comments that contribute to the discussion and
link to the remarks of others
CCSS.ELA-Writing
Text Types and Purposes
3. Write narratives to develop real or imagined experiences
or events using effective technique, descriptive details, and
clear event sequences.

Art Integration Unit Plan

a. Orient the reader by establishing a situation and

introducing a narrator and/or characters; organize an
event sequence that unfolds naturally.
b. Use dialogue and description to develop
experiences and events or show the responses of
characters to situations.
c. Use a variety of transitional words and phrases to
manage the sequence of events.
d. Use concrete words and phrases and sensory
details to convey experiences and events precisely. e.
Provide a conclusion that follows from the narrated
experiences or events

Content Areas Integrated:

1. Visual Art
2. Literacy

Identify & define common vocabulary/concepts that

connect the art form with the other identified subject
area(s):
Balance:
In art, balance is the way that things are arranged
on a page.
For literacy, students will want a lot of balance in
their story between the different characters.
Focal Point:
In art, focal point is where the artist wants the
viewer to focus on when viewing the piece.
In a story, the focal point is what the author is
trying to draw attention to. For example, it could be
certain character or object that the author has
created.

Art Integration Unit Plan

Imagination:
In art and literacy, imagination is creating things
within the mind and using those made-up creations
to invent or create something new.

Lesson Titles in Sequence/Order with TIME and

MATERIALS needed for each portion
1. Read Aloud: I will need the book, If You Give a Mouse a
Cookie. (15 minutes)
2. VTS Session: Different pieces of artwork from Emily Carew
Woodard and a SMART Board. (15 minutes)
3. Discussion of personification and story: No materials
needed. (15 minutes)
4. Art Making Session: Different artistic materials such as,
markers, paint, watercolors, colored pencils, crayons,
construction paper, poster board, white paper, etc. (120
minutes)
5. Sharing Session: No materials needed (15 minutes)

Personification:
In literacy, personification is giving an object, idea,
animal, or plant human characteristics to bring
them to life.
Brief Lesson Descriptions (2-3 sentences each)
1. Read Aloud: The teacher will read the book, If You Give a
Mouse a Cookie. While reading, the teacher will pause and
discuss personification with the students. The teacher will
discuss with the students the imagination it took to make
a character like the mouse in the story. Prompt the
students by asking, What role does the authors
imagination play in creating the character for this story?
Not only are the students learning how to personify a
character, but what it takes to create a character like this
using ones imagination. There will be a formative
assessment to see what kids know about imagination and
what it is used for. Also, with the book, students will be
introduced to personification and will have discussion
about what it is.
2. VTS Session: The teacher will conduct a VTS Session of
Emily Carew Woodards personification art. Students will
use their imagination to discuss why Emily made the
characters the way that they are. Also, during the VTS the
teacher can talk about things the students might change
by using their own imagination.

Art Integration Unit Plan

3. Discussion: There will be a discussion to make sure

students understand what personification is and how they
can use their imagination to make a character. Also,
during this time, the teacher will discuss the different
aspects of a story, such as plot, rising action, falling
action, etc. Students will need to know all of the different
aspects of a story to be able to write their own.
4. Art Making Session: During this time, students will be
supplied with many different materials to start to make
their personified character, as well as their childrens
book. The teacher should prompt the students by having
them use their imagination to make any character that
they want to. The big idea of imagination should be given
to the students to think outside of the box. Before starting
the story, students should run their idea of the character
by the teacher.
5. If students are done with their book, they will be prompted
to make a book premiere poster to help display the
picture book that they have written.
6. After completion of the childrens book and possibly the
poster, students will have the chance to share with the
class. Students will be having the chance to read their
story, or discuss their characters in depth. Afterwards, the
teacher should have each student post their story on the
wall in the classroom or hallway, so other students can
view their stories during downtime.

Art Integration Unit Plan

What student prior knowledge will this unit require/draw upon?

Students will have a lot of prior knowledge coming into this lesson. Student have a ton of exposure to many different
books and genres. Therefore, students have either read about, or seen in a movie, a personified character. Students
should be able to draw on these experiences, and their imagination, to make a personified character of their own. Also,
students have read numerous amounts of books throughout their schooling career. In doing this, students have
exposure to how a story is written, even if they have not discussed the different aspects of a story. Also, students in the
class have used their imagination, but might not know that they are. For example, as a child, students might have had
an imaginary friend that they made up. The teacher can use this background knowledge to discuss to students about
what imagination is, what it is used for, and why it is important.

What activities will you use to engage students in imagining, exploring, and/or experimenting in this unit?
Describe, specifically, how you will allow the students to engage with the media, the concepts, and other
objectives in a playful manner before they are expected to produce the final work. This section should
accentuate how the PROCESS informs the product

Students will be able to imagine, explore, and experiment throughout the entirety of this unit. Students will be able to
imagine and explore many different types of characters when personifying something. There are no criteria to the
characters/story that the students have to follow. Therefore, students will be able to follow many different avenues, such
as the genre, the characters personality, etc. Students can brainstorm the characters that they are thinking of while the
teacher is reading the book, and showing them the different artwork. Students will be allowed to ask their peers
questions, and ideas to help them with their story. Students can play by drawing many different characters within the
story, as long as there is one personified character. Students will be able to explore in numerous ways to make any
character and story that they wish. Art is about making things that are important to you, and students will be able to
display this through their personification childrens book.

How will this unit permit/encourage students to solve problems in divergent ways?
Deeply describe how this lesson allows for students to solve problems, aesthetically as well as scholastically?
What about this lesson allows for divergent outcomes?

This lesson is great for allowing students to think in divergent ways. Students are using the big idea of imagination to

Art Integration Unit Plan

make their own personification character to make a story. All students have their own unique aesthetic and imagination.
Therefore, students will all create their own characters and their own story. Not one character or story will be the same
because everybodys imagination is different. Much like what we discuss when we are doing VTS and reading the book
at the beginning of the lesson, all students will have their own ideas for what they want to create. People use their
imagination in a variety of ways when creating something in our society. Students will take this idea of imagination and
will implement it into the story and characters that they are creating.

How will you engage students in routinely reflecting on their learning/learning processes?
What art talk questions can you engage your students in that will help them in reflecting not only on the
product, but also the product? What reflective practices can you think of that will help them in transitioning
from start to stop?

There are many art talk questions that I can engage students in that will help them reflect on both the process and
product of their artwork. Also, there are many reflective practices I can utilize to help students throughout the entire
process of the lesson. For example, I could ask, What have you imagined to create this character? This will have the
student use their imagination to describe their character using artistic words. Also, I could ask, Why did you decide to
use those certain materials when creating your characters in book? The student has to explain to me their process of
thinking. Like we have done in class, students choose materials for a reason, so I should ask them about why they used
certain things. Lastly, I can use VTS skills to ask them questions to talk artistically about their picture book. For instance,
I could ask them, Can you explain to me what is happening in this story or piece, When talking about Emily Carew
Woodards work, or their own. To help students with their project, I can relate what they are learning to their own life.
For example, ask students if they had an imaginary friend when they were younger, or if they have ever created a new
game. Asking questions like this will get students to start thinking about imagination and how it is used in the
classroom. Also, it will help students better explain their work artistically. Continually asking students about what they
see can help them use their imagination to think artistically.

How will this unit engage students in assessing their own work?
What opportunities will you allow your students to display, describe, or evidence their learning?
(Describe what student success looks like and what evidence you have that learning has taken place). You should include formative and summative
assessments. (See Beattie and Stewart/Walker texts)

Art Integration Unit Plan

Students will be assessed a ton throughout the lesson. At the beginning of the lesson there is an informal discussion to
talk about the big idea of the lesson and what they students will be learning about. With the read aloud, students will be
assessed on what they currently know about imagination and what it is used for. Also, students will be assessed on what
personification is when reading the book at the beginning of the lesson. Students will be able to assess their own work
and the work of their peers, as well. Students will be able to formulate their own opinions about the imagination that it
takes to make a book or a work of art. Students should think in different ways during this discussion, so there is no
concrete answer. Students will be able to tell what imagination is used for after having these discussions with the
teacher and their peers. Students will be able to display, describe their learning through all aspects of the lesson plan.
Through discussion, students should be able to understand what imagination is and what it is used for. Also, they will
start to learn more about personification and what it is. Lastly, they will be able to assess their own learning and work
when creating the picture book. Students will use the aspects of imagination that we have discussed to create
something that is theirs. The characters that they have imagined will also be intertwined with the learning aspect of
personification in the lesson. After creating the book, students will be able to view other students work to assess their
own work.

What opportunities/activities will students be given to revise and improve their understandings and their work?
What happens when revision is needed? How will you handle that in this situation?

I will explain to students that it takes a lot of work to make a book or a piece of art. Oftentimes, authors and artists have
to go back to what they first started to make revisions. When students say they have completed their character, or their
book, I will have them check it with me. I will show students possible mistakes or areas for revision within their
character or story. Also, students should ask a peer that might be done to look at their book to discuss what they
imagined when creating it, look for spelling and grammatical errors, and discuss the personification in the story.

What opportunities/activities will you provide for students to share their learning/understanding/work in this
unit?

Students will have to opportunity to share what they learned about imagination, creativity, and personification when
making their childrens book at the end of the lesson. I want to teach students that imagination is the root to
everything. People make up these different ideas and topics in their mind to create different things. Students will view
things that people have created with their imagination. After viewing these different things, students will be called to

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draw upon their own imagination and idea of personification to make a picture book. The students will take their
imagination to create characters and a storyline. The student will also display their learning of personification by
personifying a character that they have created using their imagination.
Presenting the work in a meaningful way. How will this be accomplished?

Students will be able to present their work in numerous ways once they have completed their childrens book. First,
students will be able to read their story to the class and discuss the characters that they made up using their
imagination. To go along with reading the book to the class, students will be given the opportunity to hang up their book
in the classroom or hallway. That way, students from other classes or grades will be able to stop while they are on a
bathroom break to read the book and view the characters that the students have created. Lastly, as an extension
activity the student will be asked to make a book premiere poster to go along with their book. If the student finishes
their poster, they will be able to display this next to their book in the classroom or hallway.

How will you adapt the various aspects of this lesson to differently-abled students?
How will you differentiate for your diverse classroom population? How will you keep students engaged? What will you do to challenge students who
are highly talented? What have you planned for those who finish early?

There are many ways that the lesson can be differentiated for the diverse classroom population. For example, some
student still might not know what imagination is after discussion and the read aloud book. Many elementary students
love Disney and the movies that they make. I could show a clip of a Disney movie that displays personification. I can
prompt struggling students by asking, can dogs or mice really talk or wear clothes in real life? This could get these
students thinking more about imagination and what it is. Imagination is making something up within our mind and
applying it to something to create something new. I need to show struggling students aspects of imagination and
personification if they do not understand. Also, some students might have trouble creating their book on paper, and
might have to access technology to complete their childrens book. Allow the students who need it to create their story
using Paint or some other application that will help them create a story using art. Also, some students might have
trouble writing a story. They might be able to access imagination to create a character but might have trouble getting
started on their writing. Have students that struggle with this use a graphic organizer to help them organize their
thoughts while they are writing. Students will be engaged throughout the entire lesson because there are many different
activities to discuss imagination and how that intertwines with personification. For example, at the beginning there will
be a read aloud to first show what personification is. The teacher should also introduce the language of imagination

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when reading the book to see if students know what it is. Explain to students that imagination is thinking something up
or creating something in our head. People use their imagination to create many things, much like the author has done
when creating this story. The author might have experiences that cause them to imagine something in this way. Also,
students will be able to look at artwork and discuss the imagination that went behind the pieces through a VTS session.
Lastly, students will take this idea of imagination and personification to make their own artistic childrens book made up
with personification characters from their imagination. Therefore, the many different activities will keep students
engaged throughout the entire lesson. Students that are highly talented might finish early with the assignment, so I
believe the extension goes hand in hand with challenging students. I will tell students to imagine that their book is
about to premiere at a huge bookstore or on TV. I will tell them to use their imagination to make a book poster that will
be displayed at the premiere. They will utilize the materials and poster from the lesson to make this poster. Students
can display their poster next to their book when they are hung in the classroom or hallway.

TEACHER REFLECTION: How will you know that this lesson is successful and meaningful? List indicators.

As the teacher, I will know if this lesson is successful and meaningful from many different indicators. I want to use the
big idea of imagination to have students create their own childrens book, using their own made up characters. All
students have a huge imagination, even if they have not heard the formal language of imagination. I will know whether
students know what this is by the type of creative aspects that they put into their childrens book. Also, from the
discussion and the viewing of art and books, students will understand that imagination is the root to creating something.
Many inventors, authors, and musicians draw on their imagination to create something that is one hundred percent
theirs. As the teacher, I will be able to assess if students can draw on their knowledge, much like an artist or author. The
students will create something from the imagination to bring it to life. Secondly, I will know that this lesson is successful
if they can write a personification piece correctly. Even though there is a lot of art incorporated into this lesson, students
should understand how to personify a character and how to write a story. I will be able to assess what the students
learned about these things when reading through their story at the end of the lesson. If I can see the big idea of
imagination coming to life within my students personification stories, I will know that the lesson was successful and
meaningful.

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